Implementing and Evaluating E-Learning Design Model - Essay Example

ELECTRONIC LEARNING Designing E-learning Name Course Tutor 02 November 2012 Introduction An integrated e-learning model is designed and developed, where it is used in the learning activities of primary school pupils who have English language as their second language. The model is designed as an additional resource for classroom teachers who are teaching pupils the English language. This is informed by the fact that given their high number, pupils who have English as their second language lack adequate attention, sometimes personalised and individualised attention; hence they are likely to learn the language at slower pace, which may affect their overall academic performance. Given that the initial process of designing the model has been completed, the main area of emphasis in this activity is to outline and discuss the implementation and evaluation of the e-learning model. Requirements for the implementation process The implementation of the e-learning design model is guided by four principles: development and implementation of learner-centred content, implementation of engaging content, facilitation of interactivity, and personalization of learning process (Australia Flexible Learning Framework 2008, p.1). Learner-centred content is where only relevant and specific learning objectives are implemented in line with the needs of the pupils. Engaging content on the other hand involves using creative instructional techniques and methods that motivate, engage, develop, and spice up the learning experience among the pupils. Also, interactivity is realised through increased levels of interactions that are sustained by encouraging attention and promoting learning experience. Personalisation on its part is achieved by ensuring the e-learning process is customised and individualised to address pupils’ interests and needs (Salmon 2002 cited in Muirhead 2002, pp.179-181). In order to implement the e-learning design model developed, there are a number of key requirements or aspects that have to be fulfilled or put in place to ensure the entire process does not face barriers. Classroom teachers have to put pupils in groups of five to facilitate collaborative learning (Chin and William 2006, p.18), and after the groups have been formed, the teachers need to register the groups. The main aim of having the groups is that in most instances, apart from working on their own, pupils will be required to work in groups. After this, classroom teachers have to provide information to pupils on how the groups will work during the entire period of learning. After groups are formed, a number of minimum technical requirements, in terms of the equipment to have in order to facilitate e-learning have to be outlined. In this case, classroom teachers are advised to ensure there is creation of supportive environment (Chin and William 2006, p.17), where pupils have access to software materials such as Windows 98 or above, Acrobat PDF reader version 4.0, Mozilla Firefox 1.0 or any latest, Netscape version 4.0 or any latest one, Internet version explorer 4.0 or latest one. Furthermore, pupils have to access hardware materials such as Pentium-class processor, at least 64 MB RAM, at least 800 by 600 screen resolutions with 16-bit colour depth (Carliner 2002, p.5). It should further be noted that the e-learning design model is implemented as a blended learning process (Kanuka 2006, p.1), where e-learning sessions are integrated with face-to-face classroom activities. Furthermore, in this blended e-learning process, learning activities involve interactive lessons that include text, images, and interactions (Low and O’Connell 2006, pp. 3-5). Different instructional techniques are combined and used in executing the objectives. These techniques include storytelling, case studies, examples, questions, and practice that incorporate reinforcement feedback (Salmon 2002 cited in Muirhead 2002, pp.179-181). Moreover, additional resources are provided that include links to appropriate online resources, recommended readings, and exercises. Description of e-learning design The type of e-learning portal design developed in this project aims to help primary school pupils learn and improve on their English language, which is a second language to the pupils. Through this, the pupils are able to improve on written and spoken English language as well as their academic performance and interaction with other people. The e-learning portal design is an integrated system that incorporates numerous elements of universal e-learning designs so that a customised and needs-specific model is generated to address the language needs of primary school pupils. The e-learning design model that is developed has eight (8) system processes that aim to see a productive e-learning process and experience. The eight system processes are teacher guide into the system, learning sessions, data base, application or practice, discussion, social media or internet connectivity, system administrator, assessment and evaluation. Before the pupils can start to use the e-learning model or system, classroom demonstration of how the system functions is conducted, where pupils are able to conceptualise critical aspects of the system. As it was seen earlier, this system is largely for classroom support, therefore, many of its demonstration activities takes place in the classroom. In each system process that the e-learning design model has, a number of activities are accomplished with aim of increasing the pupils’ knowledge about operating and using the system when they are on their own. Also, the system process aims to help the pupils learn the basic English words, before they can be introduced to complex English words at a later stage of learning process. Furthermore, the e-learning sessions and related activities can take place at home or at school, where in the case of school, the pupils are able to use the school computers in the library during the created learning sessions, or during breaks from classes. At home, many pupils tend to come from homesteads where there is availability of internet-connected computers. Therefore, e-learning process is likely to be facilitated when the child is at home. Teacher guide The first process in the e-learning design model is where the teacher is able to log-in that enables the system to become functional. After the log-in, the teacher is able to provide guide to the system. The guide the teacher provides at this moment involves preparing the pupil very well in order to have a successful navigation of the system. Here, the teacher, physically present or operating remotely, is able to introduce the pupil to the system through simple English language that the pupil is able to understand. The instructions the teacher provides to the students are largely in English, although the teacher makes every effort to remain clear and understood. The most important goal here is that the teacher, through guiding activities, has to ensure simple instructions provided in a simple English language are understood and effected by the pupil, which provides a good foundation for the pupil to move to the next system process. Teachers operating remotely in this case can connect with the pupil through internet or Skype. The learning sessions The learning sessions are where the objectives of the e-learning process are implemented. These sessions will be divided into two. The first sessions will involve the teacher introducing the pupils to basic learning objectives of the day. The process will start by the teacher re-visiting the previous sessions, although not deeply, but just to ensure the pupil is able to grasp aspects in the last lessons. Thereafter, the teacher engages in a number of oral activities that include reading, explaining, and giving examples of selected English sentences and words to the pupils. For pupils at school, the teacher is physically present in the computer library to provide guidance. For pupils at home, the interaction with teacher takes place through internet or Skype. Each session lasts 30 minutes. After this, the pupil is directed by the teacher to an online resource site, where a number of activities takes place. Some of the activities in the specific resource site include videos of children conversing in English, story-telling in English, a number of examples of simple words in English, practical exercises, and directions concerning how pupils can go about reading or writing simple English words and statements. The session for e-learning for the pupils takes a maximum of one hour each day for five days in a week. Database The database that is created for the pupils in this context is that it contains the required learning materials that the pupils are supposed to use in the learning process. At the same time, the database act as reference section that pupils can use in situations that they want to make clarification or justification of any issue during the learning period. The database that is created largely reflects the desire need for the teacher to transform the information into an engaging e-learning content. In order to facilitate productive use of the database, a number of instructional techniques, media, and interactive elements are developed (Salmon 2002 cited in Muirhead 2002, pp.179-181). They include storytelling, small texts, images, interactive messages, and more information. Therefore, once the pupils are directed to the database, they are able to click to the content part that comes on the screen. Immediately, core contents of the learning process appear and include videos, stories, conversations, texts, examples, practice questions, and summary of the learning objectives. The database is created in such way that it provides an excellent interactive experience, and feedback of what students learn can be facilitated through the practical exercises and questions pupils are able to complete at the end of the process. Application Application largely involves the pupils putting into practice what they have learned, obtained, or observed in the learning sessions and database. Pupils on their own are able to complete practical exercises that are at the end of each learning sessions. The teacher is able to ensure pupils complete the exercises and performance of pupils established. Those teachers operating remotely are able to get assignments from pupils through emails. Moreover, it was seen earlier that pupils are put into groups for cooperative activities after the learning sessions. Therefore, pupils are able to participate in activities like storytelling, conversing with their friends, constructing sentences in groups, which later they exchange among themselves, reading and participating in discussions while in groups. The entire process takes place during the 30-minute sessions, and the teacher provides guidance and supervision. Discussion The discussion of the systems takes place in two ways. The first one is where the process is transferred to the next session (30-minute session), where the teacher is able to engage pupils discussing the entire experience of e-learning, lessons learned, objectives achieved, questions answered, and assignment completed. The second way is where the pupils and the teacher are able to interact online through video conferencing or Skype. Through this, the teacher initiates discussion with pupils on the learning experience and objectives achieved. The teacher may initiate small oral exercises like asking the pupils to construct simple sentences, to tell a short story, or to respond to simple questions the teacher asks. The entire process of discussion in the system is to ensure the pupils are making positive and steady progress towards learning and mastering the English language. Also, the teacher can use this opportunity for discussion to make assessment of each pupil or group with regard to learning objectives at the moment. Social media/ internet connectivity The entire functioning of the system is enabled by the connectivity to internet, especially where the pupils have to interact with teachers while at home. In order for the pupils and teachers to navigate through the established storyboard, which represent a database, there should a connected internet and functioning. Furthermore, for the remote-based teachers and pupils, interaction through Skype, tweeter, emailing, and video-conferencing takes place through enabled internet connectivity. Systems administrator The entire e-learning process takes place as a result of technical support from the systems administrator. Given the relative age of many primary school children, the system administrator is based in the computer library and is at hand to help pupils operate or navigate through the system. Also, the system administrator is responsible in training pupils and teachers in basic concepts of information technology so as to increase their ability and confidence in using the e-learning design model. Furthermore, the system administrator acts as reference in situations when pupils or teachers in computer library face challenges with the system. Assessment and evaluation The efficiency of the e-learning design model that is implemented in the school is monitored by carrying out assessment on the performance of the pupils and attitude and response of the pupils, which is largely used to show the level of adaptation for the e-learning model (Reushle and Mitchell 2009, p.17). Performance of students is carried out through completed practical assignment after every lesson. The teacher is able to evaluate the pupils on how they perform. Also, pupils after every week are asked to write short stories that do not exceed one page in which they abilities to master and express themselves in English language are gauged. For those in remote, assessment involves administering oral tests through the Skype. The teacher is then able to establish how the student has mastered the English language. Lastly, every Friday of each week, pupils in groups are supposed to participate in conversation with each other that include storytelling, which is done in English. From this, the teacher is able to assess the capability of each group in the way it has developed reading and speaking skills for English language. Evaluation of the e-learning design model in the school is conducted using the ‘Kirkpatrick’s four levels model’ (Fee 2009, pp.118-119).The model proposes four main areas that should be evaluated: reactions, learning, behaviour, and results (Fee 2009, pp. 118-119). After successful implementation of the proposed e-learning model, the above four areas of Kirkpatrick model are evaluated. At the reactions level, evaluation involves establishing what pupils think and feel about the e-learning design model process. Formal and informal methods are used to gauge the reactions of the pupils (Malachowski 2002, p.1). Informal methods include asking pupils verbally about their experience concerning the e-learning. At the end of the learning session, the teacher asks pupils about their views of the e-learning. The teacher does this verbally in the computer library, in the classroom during discussions, over the Skype, and through the emails. Formal evaluation includes teachers developing forms for the pupils to feel after the period of e-learning comes to an end. The forms are written in English and contain few questions that pupils can answer concerning their experience and overall reaction to the e-learning process. The learning level involves pupils being evaluated in terms of what they have acquired in terms of knowledge, skills, and interactive experiences regarding the English language. As a result, pupils are evaluated to ascertain their competence and capability of understanding and grasping the language. Therefore, both online and classroom tests, assignments, quizzes, group discussions, and examinations are used to assess the level the pupils have acquired and mastered the English language (Malachowski 2002, p.1). Evaluation of behavioural level involves ascertaining the change of behaviours among the pupils as a result of e-learning. Here, the aim is to go beyond the normal tests scores and marks, and evaluate behavioural changes concerning how pupils view the whole idea of e-learning. Therefore, evaluation will include observing how pupils perform and interact with others in groups, observing the lengthy the pupils’ takes in communicating or expressing himself or herself in English, observing behaviours of students in interacting with the technology, time spend reading the suggested resources, time spend completing assignments, and attitude towards attending e-learning sessions (Malachowski 2002, p.1). Evaluation of results level for the e-learning design model in this context include establishing level and frequency pupils are able to communicate comfortably in English and are able to make few mistakes when writing in English. Also, evaluation includes establishing the improvement of pupils in subjects that use English as language of communication and the number of assignment pupils is able to complete within a specified period of time without problem. In general, the overall improvement of students in academic performance is evaluated as a result of pupils being able to communicate and write effectively in English language. Conclusion In summary, the assessment has successfully looked at how the integrated e-learning design model can be implemented and evaluated. Implementation of the e-learning model involves realising the objectives set with regard to the e-learning process. To facilitate implementation and evaluation of the e-learning design model, a number of activities and processes have to be accomplished as outlined and discussed in the assessment. Furthermore, implementation of the e-design model looks at every step and stage that is adopted in the entire process of making the e-learning process successful. Also, assessment and evaluation process aims to show the impact of the e-learning model to the learning experience of English language by the pupils. Hence the process is largely to outline how the e-learning design model is successful in achieving set goals. Therefore, efficiency and effectiveness of the model depend largely on quality assessment and evaluation process that is carried out. Reference List Australia Flexible Learning Framework 2008, Learning management system (LMS): designing and implementing e-learning, Available at: [Accessed 31 October 2012]. Carliner, S 2002, Designing e-learning, Alexandria, VA: American Society for Training and Development. Chin, T & Williams, JB 2006, A theoretical framework for effective online course design, MERLOT Journal of Online Learning and Teaching, Vol. 2, Iss: 1, pp. 12-21. Fee, K 2009, Delivering e-Learning: a complete strategy for design application and assessment, London: Kogan Page Publishers. Kanuka, H 2006, Instructional design and e-learning: a discussion of pedagogical content knowledge as a missing construct, The e-Journal of Instructional Science and Technology, Vol. 9, Iss: 2, pp. 1-17. Low, L & O’Connell, M 2006, Learner-centric design of digital mobile learning, Paper presented at Learning on the Move, Queensland University of Technology, Brisbane, Australia, Available at: < citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.123.48&rep=rep1&type=pdf> [Accessed 31 October 2012]. Malachowski, J 2000, ADDIE based five-step method towards instructional design, Available at: < http://fog.ccsf.cc.ca.us/~mmalacho/OnLine/ADDIE.html#I> [Accessed 31 October 2012]. Muirhead, B 2000, E-tivities: the key to active online learning-book review, Educational Technology & Society, Vol. 5, Iss: 4, pp. 179-181. Reushle, S & Mitchell, M 2009, Sharing the journey of facilitator and learner: online pedagogy in practice, Journal of Learning Design, Vol. 3, Iss: 1, pp. 11-20. Read More